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Class 90V BoJiO C fv> 3 

University of Chicago Library 

GIVEN BY 




Besides the main topic this book also treats of 
Subject No. On page Subject No. On page 




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SUBJECT MATTER OF HISTORY IN THE GRADES• 



t 

A Dissertation 

submitted to the faculties of tne graduate schools of arts, 
literature, ana science, in candidacy for the 
degree of Master of Philosophy 


Department of Philosophy. 









By 

Benjamin HH Scuaaer, A. B.,Ph. M. 


1901. 






































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1 . 

over/uidry that li&M happened. la .fi$ ter;/ jin it i a 
All human activity is history in a tic re limited sense. f ' f e will' 
deal with history in tne more restricted sense. More specific r 11 y* 
we will ae&l with tne subJ e ct-ifatier of history. Of course the mat¬ 
ter of me thou can not oe w idly exolnuea, but it will receive treatment 
only when it ftor&l^hee e cm i ..: e fluent etWtement 

or the auejeot—m&tter* 

The subject-matter i? one cf the organic-factors in the process 
cf instruction. Teaching is an organic process, i.e. it is the adjust¬ 
ment of means to era. ftnbjec t-ma-Xter constitutes ore or the means 
and n ku owle .f;e or the tmb3 e ct-m&tter is the ena. And and means 
mutually reinforce proceeaure in the teacher’s r-ina. The teacher is 
not only to xnow the subject-matter ir. the act cf instruction, out 
she is to think the child* way or thinking the subject-matter under 
consideration. The teacher is to be alert ana able tc rtate at any 
juncture, were it asked. cf her, the exact precec: rcirr on ir the 
child’s mina. Hew he is imaging, comparing, abstracting, reasoning , 
or perceiving in different times in constructing the subject-matter. 

That this subject may oe used economically and effectively, there must 

oe this consciousness on me part of the teacher, in craer that 

que lions, directions, ana proceeaure: of every sort may be well ordered. 

In the foregoing the netting of tue subject-matter in the process 
cf instruction has been presented. T<T e desire to find cut what shall 
constitute the stio ject-matter for the grades. There is no way to be 
guided in this matter, except the 11 rat we have from what we consider 
htstcry tc be. Our idea cf istory will be revealed all tne way 
through trie following pages. 

If suoject-matter can be adequately determined, a large part of 
the problem in history drep 5 out of sight. The Question of 
History teaching is not wholly a question of method, but it is very 
largely a matter of what shall oe u .e-d and waat shall be left cut cf 
use. Of course it would oe z. different thing u. lay aewn material 
that should oe universally used, because tne school conditions in the 
different part, cf the weald are 30 widely different. Conditions con¬ 
stitute a factor waich tm . t ue thoroughly reckoned with, unuer all 
considerations. Just how far the material i u .0 in any cecu:.unity is 
an outgrowth of conditions, i.e., now far taat material is an organic 

v course of study, jhst t ar 

it meets tne nee a cf society, iSrun 0 be considered ©a a reality. 

In 30 far as it io not natural it is externally attached, and or . net 
been assinilated into the natural course cf events. 


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uur purpose is to arrive at, ii aa clear a way a, possible, that 
statement- os' material which cue cvuaitjUuVi* call lor. Tiie nlna 01 the 
learner is prooaoly the me a patent lac tor in the situation. .Tne use 

oi' the mated al, the nhy j i c al, am^ social .vurrouraincs aria rmmoerle■> . 

local oonoLtioiis .arh other Caou ru. 

Ar examination cl course-:} cl ;tu;n r , rcuorts ol ec&r. it toes, ..aooxa on 
me thou in history, reveal tfye last that, the practices in different 
iccalitiea arc anything out .uniform. Tne material is goou in so far as 
t - d 1 time :• Liw.v 1 hvi.mo.1 freestm. 

Tne matter or determining w/iat society asm an us can not oe sett leu in an 
offhand way, for social problems are intricate. To secure a balance, 
tne dei.anus of ■•• ;iety must oe met, ar. - at tae >an\e time tne teacrer 
n.u^t oe allowed, pi a 7 enough to improve the evident. 

But socialises. value to be obtained from History will ciaponu on 
wuat material is studied. Is the child to oe 11 lie a with the ucai&l 
iae*-- ol tne Indians, the. counter, tne Adventurer, the Irontiei o::.ar<, etc. 
or not? Ip history we mupt nave ^ueb a.uoject^m^ftej will sect re¬ 

produce in the 111© cl tae learner tne actual life or tne people 
otnaiecu aijitorie..- fiiieu. with military campaigns, the names or rulers 
anu tunarchs, dynasties, an.. li*e ■ ateriri uo net furnish subject-matter 
that ueals wicn actual lile or tne people in its lulpeso. 

In the light oi the above paragraph we will find the ground lor 

. o - % 

th*:; ancient . thought, it is -1 -tory. Ft ; ch a view, the myth is net 
to o< to.x.en up an.. stiite distorted to suit tne occasion, r imply 

j -me to .v use it. Tne only way to oe 
true to history ia to present life or tae people ituuiea. with as great 
a aegree ol lairnes , a it ic pos iole, so to uo. 

sometimes teachers go to tne myth to find material which is 
suiteu to cultivate the imagination. They proceed 921 the groung that 
history is an excellent subject to use in th- training ol the imagi¬ 
nation. in order to get this great value, ay tiiey tahe it, they ret 
apart the myth as & -’•pedal province on which to ur&w anu wo rtf. on the 
imagination. Instead cl treating tne imagination an a constructive 
power ol the mina which tilings suoject-matter under such a form, they 
taite it to oe a power that n^w holds one great image, in its isotat 
now another, ana so on. Sum & process re .cits in cultivating a 
.catter-orain, ana is a positive hindrance tc tne pupil. T t tt burns 
cut” tae constructive imagination as . leaver tae child a sort cl a 
butterfly’ Hitter in his prove -res ol parking frer sun-gour tc .centaurs, 
nr.d jure 01 tne egret ion.3 fabrications < i t.-ie run, me n, an.-, stars. 

That tne toy 3 an- girls want ic the myta in ita genuin©near in relation 

Jn .! thla erpex — 

ienco it 10 ju.t that far a play 01 tne fancy anu no power come*, iron, it 





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On the positive side, let tne chi la uk© up trie Ircii&n as ire livea. 
The mode of life of tne Indian appeals to him because of the attributes 
in Common witn his life, ana also oecau ; «e of’'the strange moues oi living 
tfoot: pitting, building dwellings, clothing, aim ting, listing, playing 
ball, sm Ling, etc. are things tfnich civilized men do • T n tne case of 
tiie Indian there is such a wide difference in. the way these expressions 
z\ • t. t-r selves. Jf these me dies were wholly <.lixe in each case or 
c .’i TT .afferent there world be no interest. To discover those like- 
re ~.o; 'an-, differ e:. os's i :s trx- ta rf e ■:* oh lid. Now there is ju3t 

tnat happy combination or likene -. es ana differences in these j lsSP 
t per to furnish the teacher the oest material for her work. The 
chilu like:; tne thrill of that freedom that comes from the etu^y of 
the Indian in his freeaom to communicate with nature as it is. Tne 
forest ■ .10, t; s mountains, the rivers, the animals, urees, all haw© 
a native interest for the child. He is freed, as he constructs in his 
mind'the life of the Indian, from the stilted an^ artificial life in 
which which the division of labor exists. Tne Indian’s heaven, his 
mode of burial, his fighting, sis obstinacy in cases where attempts 
have seen made to enslave aim, all make a strong appeal to tne child. 

lane tne case Of tie nanny hunting ground, in this he sees tnat 
the prir. ciple is net different from the heaven which he oesires. 

The Indian's neaven is just t .e sort of heaven t A ,e chili would 
construct. The child would too prefer to have his favorite pet animal 
to accompany him to the beyond. 'Tie Child will wear feathers ana adopt 
07 s toms of 0^ until similar tc the... £ o. "si© * r rdi£i:.. " rr Ira -rination, 

selL'-activit7, arm interest, e c. find excellent idea on suen mater¬ 
ial. In a ccurr e in hi -tcry the life of tne Indian snow '!/ find a 
prominent pla^e, because cr its adaptability, ans. also because of its■ 
historical significance in relation to tne frontiersman an., tne early 


i:is- ry of thi- country. 

Ir: the foregoing seise mention has been made Of tm frontier as 
a field in which to find material suited to the child’s power of work. 
T rofe. sor Turner of the T T n w. of Wisconsin, has written an article 
(printed in the proceedings . tne vsef lean Historic ml Asso. ’93), in 
wnich ne nas set ferht tne "Significance of Frontier Life in American 


History 


This article is replete with suggestions tc tne grade teache' 


The following places have marked th = jucce ssive places at wnich there 
have been halts in this Westward movement, viz; The Atlantic Ocean, 
'ppalachiun Moo. , M mm:, ippi Pivr , Ps okv yts., ana t.vs Pacific Ocean. 
There is no. spiritual reason why the limit should be the Pacific Ocean. 
The present human forces would carry the frontiersman on were it not 
for the barrier offered by nature. The business of history in this 
prirary work is to have a knowledge cf these forces. Tne Indian trail 


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th© mu'dalo trail, the ©al? .licks, tn« hur.ter the trapper, the larger, 
the Indian '.*ar«, Ian a gram-, Thaiai; reservations, the *-cvt >; » meae or 
wealing with • ne Indiana It* lana grants, *,v;ro, etc. all call for uata 
oi the greatest historical cuar&^fcer. 

This droneier .Lire ocula oe maae o point o. -ortact, lake each 
1.. :U? aiicce:; ivo tops, toe aim ter, ai a trapper, the i:df;ratcry i'r.rter 
happy ih prouuoing just rnat a© us©**, • 10 ne,io rarmoi taat rcl .cwo is 
willing to appropriate what ais pre^e. ejacr hao acne, out unwilling to 
lace the wcldu. the next w«\.e oemee ar. . oat lot’action ir, theii case 

is i’tytu only 1:.> an intricate social ^vuteia. ides© wave-;., institutions 
character u-$tic vd each wave, r»;r . teat ur;.eu ti. - movei ort, tne re* 
latiohocip v x* coil,, vvnatainc, wet-uo, risers, planto, -llr:.&te, - ati -•; - 
ality, etc. c>... to ctuodeu in tneir relatio * caip to each cij.^r• 

Tn the for6&c ir.g -e wtniu* nave :. ■: r.ethi.nr cf a suggestion ot wie 
reiatici ;..’ -feogrfrpny tc d rtcry. Our attention now will do place! cr* 
juc>, toot relf. ci'ncaip in. Tn former .yen'.-a, arm to a grea i . :teav 

now, ,r ; ©c graphic ax relations v*dd not cuue in, except an they carte in 
ir.cicentally. The Migrims Landau at Plymouth r -’ocK, --ih.. toe Ccnqueror 
lanaea at da tings, Caesar srcooeu the 'uoicon, am, Tecniuo.^ sicca in 
the pa V3 or Thermopylae. Buch geography as the foregoing nac no very 
great value. Tt i » a sort or spot worship. ?itc tue ex j*.-ndov qC 'the 
par - px Thermopylae any oa th - ape ve events xinne nave tar: ar place n 
uidderent localities eitacut e It* ring the hickory. True go yrapiiy will 
tame into .-cr si deration mountains, nilis, coast line, r Ivors, valley:: , 
riopes, rotur cd the sed 1, miner ai. wealth, ouiluing material, ... ligate, 
wcoa.\i, w.-:-.ter oo-ciec, enreru,, etc. Tne . e vrili. oe ptu in i- • forces watch 
influence hir-tory. a an ilcastration cf the influence od ; geographic 

rorce up-r tne in&tAtntiMh, oi mar there ic probaaXy no setter uux the 
influence oi climate ir. ueveleping the ulartatior lido of tae Mouth. 

The di,rwtior. cal fer la cor or c particular sort. Tne negro ooula 
otasm t :i& act , r.hu besides the negro is net hard, to ena.lrve . 

Because or tr*@ pr~ .©roe <.-.. . s-. olav©s, iC:. >uro /la grev. up in the 

South. Ha a the Turitanc od Ka sachpsettB ceen 3ur retinae a wi th a 
clXK&te line mat . d t .© South, to-day we woulv. kx'.ow n aidderent history 
dron wuat we uu Know c.> tae Puritans. Tt would De very unwise tc a&y 
that it wen it- oe ju.v lixa cne plantation hi dory, ar it won Is oe 

equally unwise tc say die TUritar lire would oe 311 at line ic is. ^ it nor 

view -v-.ix oe aocu/t tne *aiu© aictance Jt tch trie truth. 

To hi low x’urtner thi s influence, ' e .cein Tn. hr,:, cc: ..Iti. r ; dor 
mining. What are the social attributes m lanc-i d net troubles are 

pertinent in a r^inix.,, rcy.u-n? The Wai r iAey Peoe.Uion >v.«.k place in 

Washington^ Aomin i tratiou. Tne du xaec low, plc.ee in ... e Carnei e 
v i 1; d- .arr.n.K • ’ traticxi. Stride... nave oocuiro .. at 


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different times in Western T a. Hc-w uo the mines influence mcral 3 f 

churches, octal status ir verier 1? lossnc cf suen question's r .ay be &sk- 

V'i 

ea. 

The people ox' the Uis ix.i vpi valley are an agricultural people. 

Farrier ; are con servative. T woulu oe difficult t met up a strike 
among farmers. Tue lack of close a ; ociati.n an n strict identity ex' in¬ 
terest are cause . t'ining an . mahufPicturing people are tnrown into close 
proximity to each other anx in Toly fact tne ground for <1 cm r unity of 
intere t ia afforded* lining anu manufacturin' prcple are progressive 
while the farmer i conservative. By prcgiessive is meant the fact that 
a change of opinion takes pla^e wiu lee., friction. 

‘gain, in the development of cities geographical agencies have been 
ver v marked. Chicago ir it development ic aue to the pineries ct the 
North We 3 t, the wheat fielx-. of the Dakotas arc Minnesota, tue cop-er 
mines aroun .. T.aae ‘‘hiperior, aru tc the general farm products of the 
M i 3 *7 i 3 i p p i va 1 ey . 

T t3 a*?ve .. orient has been dependent cn these oonui&ions ana because cf 

the-e, its in titutiens will be colored with commercial aspect. \ great 

Board of trade it dependent on great corn fields, wheat fields, • nu oat 

fieias. V&ot slaughter pens aepera on other far products. Tne schools 

kinds of churches, business blocks, aky scrapers, St# F.F., c.raDsportatiov\ 

etc. will depend upon the prosperity cf the people. These products of 

the -loll, mines ana natural facilities constitute the wealth of the people. 

Cities like New York, Yhilaieiphia, Be-urn, Pittsburg. Baltimore, New 

Orleans, St. Wouis, Minneapolis, 3u falo, Son Francisco, etc. with t.eir 

peoularities, industries, ay ce studied as tc bring out the forces 

wnicn nave operated in their institutional development. Tne city in 

which tne pupil l-.ves w uia ce tne one beet suiteu for * oemnencement in 

tne development ix* city institutions. Tn the forring .-he line;, are 

roughly indicated in regard to the direction the work ghoul proceed in 

making ur,« of t ie geo T raphy a an aiu to hi tcry. Tr speaking of geography 

as an aia to history the tnorrnt is not minimise geography, hut rather to 

orixo' out toe fact that tne ^eorraohv capital if' oe turned to a judicious 

no tcry 

account. The child in not to get Lest l; geography in. hi .^lesson. 

The variou ■ institutions ir their growth 1i to connticure hie knowledge. 

On tne othei slue we near spiritual forces operating through hi .t- 
ory. Widely different view^ a to tne relative amount cl influence tne 
•jpiritu&l forces ana the physical force:; nave played in the ni tcry are 
expressed oy afferent authorities. nately saya, "that civilisation ir 
the natural state of man.” Wallace upeaks cm: tne great part pi/: yb . by 
physical forces. he says that primitive men with hi plastic min a war 
ver largely determined by physical forces, but a3 he grew .re intelligent 
ther* was a corresponding 1- .. in tn • influence ulayou by nature. Fisxe 




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.ic.y., ".u' irv; weiny uni verm; ,progress am oeen partial an.-, contingent. 

*ii interpretation of the aoov© ouiemects to me means that man nas acme 

. - . n •. ' r et 

there ia no i'orce ir. ran /.hit;: u" imolf will carry nit; along. 

••Prcgrem it K&ae oy the interaction of the spiritual, an* physical 
force:.*. m* $oxta Amricor.. Ipaians have little tendency towaru progress. 
A very large number cf t/ie I-acidic Islanaera nave maae cut little pm p’ss 
In tn© orient progress ugh oeen contingent. Ir me v/eatern or an on of tn 
Aryan race progres ha taken pi&c® on a lar e .->cal©. une force alone 
cannot wring apcut this progress, nor uoeo progress always come aucut 
when Doth forces are acting. When Doth conditiona are present ana pro- 
gras is not maae, the cct unity is unable is ocnfprsr its©IX* to the 
spiritual ana physical c nuition* waion surrou.ua it. If any cota.unity 
prcgres ea it must change as the environment changes anu strenthen as 
me environment we comes »u i e cot. pie a. fepubiics an* Limit©.. Monarchies 
woula not nave maae the west go verm-, .en ts with wnioa to start. Ine 
balancing oh the individual initiative ana one er* vironment ,(p.y/aical 
am. social) is an tijt itfeiu ne — .ea for genuine progress. 

‘.die power of iT . ivi^ual initiative in one i ..rs of biography occurs, 
ine great men of any country influence greatly that country’ ; history, 
loses* .huwi; } Faison ana Lincoln nave- mso ;. ■; ..n to influence tit© hist¬ 
ory ox' tueir countries. l.iey .uula not -u this without takin;; into ac¬ 
rid 

uy wa on mey weit awle to ouix*x ir.so az.^. or. the institution.^ o» •».** e i r 
time, Lincoln ecum not give forth txie ‘mancipation Iroal&ination until 
the con ait icx . ripe for it* £he great ... . f s 

hiiu a-ta* la© tire in whim he acta is factor a; well as the actor. 

T ..r-icoin loaue the reclamation an*. the Proclaim ti.. r, L&a8 > jr.coln. Tn 
giving our attention to the iruivic.ua! ele. ent in .history our thought is 
Drought to the historic..I form unuer which it is tucumt— that form is 
DiQgr&pny. 

.Unuer biography u great ao&l /tight to iaia uq out personal influ¬ 
ence, ute value of me x-tuuy c. aiogranny, we eleven to of historical 
greatness in|& man, biography a^ a moral force in teaching, out with tne 
mention of tne lines into which biography mi ;nt leaf us, T will pa ,3 
over these aspects of • he uu>jo ;t. cut it ici^ht ca in apropos to speak 
of biography as a mcu© of approach. So...e schools in tne 17 * r., biog¬ 
raphy c institutes a great ueal of fu "rase curriculum, ana it is notea 
that, m the m sc ms. is ©it©stive v, „ 1 1. in ij.i_.tory i . accompli she a. 

pearly me whole cf tae hi. -tor;; of "L^Lma in tut IPth century 
cm 00 I'Ohu in tae biographies of Cobaen, Victoria, *elocurne, "'ucsell, 
Wiluerforce, Olaastone, falruercton, fIsraeli, Parnell anu O 1 Connell. 

I oeiieve this me thea in presenting history i 3 freer from so .any errors 


. ^ 

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rf 

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. 

j-> n 

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I& ti , fa ‘ • • j i;• >1 'Ji , e.aX^ : .' i 

njlv jt ic ~l . ..vj . r 4 ,: -x.h i • i 

sc iJLl.v T <./jt ; u v. ttg -i :.t. j a>iJ *0 

... t . hHT^js tavo 

~v . ft* e • ■ .*' x iopj r * i * , / .> .& V*upti to iw 

f £i*d . a.nu ui «*2 »-Ki • .id : 

• . Ii»i.: f tlUxivji f »tv .x<i :j-• ,».vj ;•; ; 

exvxso ym .jx: - - 2 •• ‘ set* UJts> rq volXeo 


tn;m our 08 ..t tietUous ir tn* of ur. a ained ieaone? s. Tt in & 

mezacd in vnioh nere i; ies , ll<*olIity for the teacher to gc a .tray, 
previae the oicgr&pher has acne nlu wua well. 

In Terre Haute, Tr.ul ana, t \e o. ■ . tt Ter Bey 3 From T.cng A ro Tin til 
Ncw tt io used r as basis /or - tn«r hist orv work tarou.racuc tnt ~r;.,aea. The 
work 1r.aK.e3 use or: iha biographical prAroiple. Tne fir >t ^rm.e takes 
Caolu tna aim* c ocy to study, taa sec.am .^r»*ie takes Earius the 'Persian 
hoy, trie third grade taxes Cleon the -eeek'ooy and the fourth grade 
Herat ius tat* He a an bey, tne if itf«. ;;r»ue ‘?u if me S xon ooy an-- trie 
ctrier aeys uses to typify tat niatcry cf ,:i« tin.es fAllowing the Sax.cn 
history of Europe. 

Tc tha above rote or proc©satire, t.*e fundamental objection is the 
introduction of children v. suo-jbot-ratter of equal difficulty regard¬ 
less or age anu gra^e. Such a mo .e cf procee hire savors of trie fact 

le for Iren eh i‘oto it. Chro¬ 

nology i ; greatly in evidence in such a fac ie v proceed!! re* Any good 
hi 3 ter.7 course aua take cognisance of vo fundamental facts trie child a 
an .t the : -.uoject— mat ter ; tuu.ie,.-. . 

The history here c f fere a n its divisions into graces n tae by lines 
running horizontally a-orcaa the wncle .,tr-ea*. of history. And it ir 
further aiviaea by run.'iny the lines* in another direction at right 
angles tc. the fir--.it ones in craer to .-^eeti-n me exeunt tc- oe accom¬ 
plished in . : .nth. The cAr-*, . her Ik r tal line aets off material tnat is 

just difficult as any in tne 00 ur ce. But according to the course 
/aiver’d idea the w«..ri: rivi a tor mu -t tr,t place first at the scarce 

cr ... further allc u.exits in the .urvey will b« ..rxea ouv at the movement 

a; or wara torn us place fret the c urae. 

The air. is not to oe severe in the critic!bm <: this course in 
particular for this defect i*. not nly r\ nno in thi., >ubj@et, out lit 
almost a.11 cf tne subjects of the a cue cl curriculum. The ti work in 
using tne Ten hoys, ana in presenting it in >lr.*ple language, anu In 
giving the children senna nis- or i cal material are cor •. icier &t ions ir. line 
with the oest ideas in vogue regarding th-* teaching cf Elementary History 

Tne Culture Epoch Theory—Her*. ;• ttem pt is ra&ue to completely 
orientate the chi la. Tc yiv© --.m T --1 tory u c.*o rce t«.r; ugh actu¬ 
ally experiencing it. an-: ...ail., fru tu Riming, a., tuvy tax© it, re¬ 
produces the history . f •••nc race air* uie hi tori cal m terial i given 
him according as he i. in on© phase or ..ae other of the ra^e aevelcpuent. 
<An individual’s life up to the twentieth vear i Considered to oe an 
epitome cf tao hist- vy or i s dcvelopraent f the race. Tne successive 
I | c* lift ar . • ........ . ore 

ecccn taetry .-a y these correcpcruir;?: tryes furniah the be at material, 
per it .1 for period, tact se can give for 


--‘® evaiopi.cr.t c.i' tne inuiviuunl 


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hcij v;< : y 

-*o'i r‘*i ^ ,, si Ail/, w ./i ; fii 'iiacpia tl'A 

. j »ii;qaX«V€- r . *?*>.. f?;. . .) a •<> i »j > j rr • ;cu.- 

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9 •• • •. * •' 9 w til " wvr * • 

e* ":£tn 9 i. i *>iaeo v. >: ,.. ■* • se -i . • 9*3 i a *jj v 







e. 

They ay that id := .hi'Ic. i . v, ci re;. / r • t.‘• *> r nt t-‘ htste. ftcmrseirce Art 
or Idciproott;/ oeoauoe caP.m .a-a v.:e 1 : te t aeve'T ;■>• -lentu ' c nan . 

'This view, il© it i; in Ti'.ming it.* fuur.ua t ion in the 

in ter eat of 'ict oailu, •uvartw-.-.^a ,tae to how tavrcu xnly tae 

curia la socialized. n tax ter Lag * ;n> 1 . Tt i.» true mat even Ur- a-cult 
car.not Tina my great inter*-* -<t in t ae T ater-? 5 tate-Cornerce-Act until he 


seen how me Kno 

pledge of 

X > i o t 

':’. J t U to Tu x 

j 11 1 • : in a i e >:p er i ence . 

The adult in .hi 

d regard 1 

a not 

ai Tie rent Troi 

the child. But" 

oecause 

tne Tr.ttsr-r Oiito 

0 

Act i 

. net dulcable 

r terial ,Tor tap 

child tc 

ta-.e up, .that, id 

no prevf 

^ Y L U» 

thoxo is nc hi 

torleal truth in 

the pre- 


sent whim . . ac t adapted tc u.V: .hill/ ’ 7;.-a' Tim he tries*, the* xevelp; erro 
o/ ‘•■itv-ainss, v Lor: «©;•» v ,;a m roam, ,ch ,. la, jcc.UlL life, 

\ 

tagsously to pant history. 

In the above ui re i a hint dm c ending the nil'., 1 j 3'eoislizea 
capital on entering -chevl# Tt &ight he oc i importance to specify just 
nor uuch the ehil-u, i:, ocuirlizea, in ordei i. aetapir.ln§ at v/dat place to 
*tart with the child in his development, along xiuteri cal line?: . it. the 
case oT a child four year - ©la ! have Tcus tluT. Toe i fCiTialized 

ir. regard to tfh©‘ following'.* Tne •on-llu Kn.;v^ taole itar.ror.x, family 
relations, ccrsiaerscle toon t -.-•.v. 1, -nivercity, T " ■ , L , ., c Is, 
city }fX£*i country .lire , purp© ec <u .. lc ;.». . uses ■ 
tools, -tne purpose or reading, nov to Keep house, .the use i i ' sleighs, 
Across, vehicles, tie uses u cattle, ,*©r ** mean, the u ; ,t r par->&, 

.a. res o. ^eren corf , t ■ oui • . ' v ■ ., ..»o on. 


Tae tave xc not t oo.nlets. 

at, U-; 

cue o C tiie 

a Vu. 'V 1.6 

uge 

Ci’ me chilu, cut 

o c. r.-pif; t o enou / & tc■• cuc >• hcv* 

v ;or*.'ia 

' : * iy 1 i 1* a - 

. open 

ch U 0 C 

■npli s a ed« 1 aid 

material ecuatltutea her oi\ 

sis. for 

tl k . ir. c 

a .a l . 

T 

1 


history are laid out icr tue purp . - of i: e-tinx.. ire wants of me. cdllb.' a 

\ ft 

fox* it constitutes tne child's cipital. 

Inv Culture Epoch. Theory fit , the pu&se« of race ..evel.p^ent tc 
correfeponaing phases oi in«i Lyi m l deve: !?pi a&t rag &1#$ of th hil ' 
oa&i -• Ti has tiie fur on. .cn ml select v i . - ; r vih n 1 1 

X ei. riesr Tt gees on tne groins. ti:st '*.*,.*; -itrvf.. or riTo orr oe ^ect v. neu 
octh »)h ilt> g«r.e 1 1 a ally an: onttseiS^aH:' , aiu .,, fcU £ 

ihg piecs .rr piece car oe erf^irtea* Tni, r>ro je.ur of nat-.'ning is net 
tc bw tar. en tor lx t ef airy, i. n uer oar time ac ' &u;. it mat phases in me 
n.i.tcry >; f ..cr.;e nations . av cr it tea, • ”o triers slurred. However, t .e 
principle or it i ir. Keeping with me principle 
zentai •line xividicn of .3uo'ject-rratter• 


o, vertical anu her- 



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A typical ilui*trati> n c;‘ mi:> theory 1 t ye found in ' 7 iller , u 
ana ; . vein** course ,.tr Germany. T?.\ lirea are carried aiae ov jiae. 

Tive :e lir ei* are ir partial ac ra with -v .rx oial cf the ^ciiisns 

o t. e 

L tcry have -la es. ir tr •: «t;rse. V «. . • ■•-. i?. *enaral i r s an x*el ..ow*t 

Co nice. 


1 

JL * 

helimicurj 

_Pecnlar_ _ ___ 

11 . 

hnoincch Cru ;oe 

•*owinner. Crusoe 

111 . 

ir.i| . s brgth... , 

Joseph* caea• 

v l rles of Thuringia 

IV. 

JlKir 6 J , ■•• i.fjf'.fii j . 
e i , - d • 1 ,, I v. / i a . 

. • i i. . v ' > - - 0 » • % . ■ «. i i 0 ".L • 

^ # 

T ife Ci‘ Co loot. 

Henry 1 , Chr, ; f X©?<;ayr>e, 

• a i: < fc -o an .. Arr.en iw> 

Vi. 

hire of Chri-t. 

7 ei.ih.xj i;;r v .;tihM, 

*• i' oi: iO■; -i .. 11 a > oarOc-^rc .»n. 


: ^'e of T’&ul. 

r . r .iiovover;,; of .'o.,er.xca.. 

Viil 

life vf • utner. 

^•formatlori', thirty yr. ,f ar 
Proa. hr. arc with Kano-lecn. 

Yr. 

Material 

Material. 


Prom the c urse offeree. acove it would ue well tc effect a here 


perfect 

d lending in the 

com iea 

in 

the history, ae. -re toe Cwir.se 

i j 

wiaenea 

to tahe in arith 

JuO t X c, 

£©C 

language, ; voting, nr.u.i 

si 

science. 

etc. Tne life 

c f phr i. 

St 

aoec no t bier*a v/ell situ t.ie iix 

e cf 


-henry 1, Teutonic migrations, fitf-s., etc. in,e. ..aowvq. xur..e reewg- 

there i a.n© re-m her ..imparity e©tween ,ae two. hiiu ucuele nucleus 

rv H . q , .. 

f c . i . ©a fir 

ao with tt\e ^auterpieoes vf. ilw -• r ht. fau*whian are. hull oh 
a, ijt«. v ioa 1 .•-.atexi&l, 1.:r.gua ;.t of thought found in fhe 

; : terpiece • , <*.a.;•. ge< fxryuy i v r e : ;te;■;© or yhioh i o hi >tri.o£l uevel— 

..•rent to-e place • I rating 1; icu. ly ..i in conneevitj wi.u- the wUier, 
v . . - p * .. . . 

dUs i © ana phy >ical attributes oi t 

c c ’ • n t r y tudi© a« 

Tne above ia a o&la at at emert «. f tue her car tian theory. ••' large 
part or the subject-matter i lifted cut of the every day 1 lie. 7f.e 

o . 

aticn in this course. He it transported at cnee u the bey ir.ning cf the 

hiatery of his country, ana is cut .1. c ce from hie own lari©, river; and 

level plain, hi a. own music, etc. The whole impression as it see: c to 

me would oe to yive the cnila a noticn that school i . tne place ifr one 
^xnu ox life and ouiaiue oi chtol a 'lac© for another Kihu ox iixe• 
























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Hu* place to udgin in any system ox' education or any pro jo * .,h cau¬ 
sation i i witii tiie differentiation or tne capital on hana in ire relatio 
to what the problem Is unaer aorta iteration. 

The Kerbartian theory deals toe muon witn literature rataor than 
genuine historical material* Lore ci uie hollowing Herbartian reherencas 

will inaicate now much tney ae&i witn literature . Tne Ili&u, Abraham, 
J.oseph, Moses, Virgil, Dante, Tennyson, Jungle 1 Low, uayssey,.. Aeneid, 

Idyls oh the King, Miles. Stanaish, Hypatia, Tvannce, ftorrola, Fobir;son 
Crusoe, King Arthur, Tell Bruce, etc. Tne &cdve nas a great ueal oh 
historical material in it, but it savers largely oh the uesire to ^et 
that :.:oral training which they think, is tc come from tn* study or 
literature, ever ih it i done at the expense oh genuine history. 

Ih we wish to gain a true notion oh Puritan days, The Courtship 
ch ' Lies rt&r.aiah is not m best place t go. The lan guage era. exalted 
heeling pervert tne true notion oh Turit&ii Life* The whole etting 
perverts tne sterr Puritan Lihe. The Landing oh the Pilgrims, sc chten 
u ©4 on holidays, don't. give us tne ""ilgrim oh aiatory. 

"They have lex't untaineu what there tney forma, 

Freedom to worship Goa.” 

The Quakers, Baptists ana thers oh Massachusetts can tell a different 
tory. In Longfellow ’ a Evangeline the lihe oh tne Ac ad laris before the 
exile aLo too idealistic to tally well witn tne true Acadian lihe. The 
poet’s Object i not ton teach us history, out to idealize woman’s de¬ 
votion, ana in o acing ne hills his mission. He is oouna tc suit the 
Vphdian in'e ip his tex*-. If c-r-.e va. \ u. ..c l*|i$ about Vi?; a qua lor an.; 
poverty in Fnglish nitorv Qolusmith’s Deserted Village is a po<r place . 
to go. he would have us believe that people were much h&ppier in the 
...ays ;>e ho re invention thantney are new, Tne history hound in literature 
is c oubordirote thing. Literature is excellent tc teach no. rala in that 
it vices not give us matter-of-fact lihe but lihe as it ought to ce. 

History teaches nor ala by giving i.-.-.tter-c h-hact lihe. The morality comes 
in, in history in uistinguisuing tno goc * from th ©ad, taat i •, the pro¬ 
cess oh judging tne good becomes a good* Tne judgment# are i\t .ae oy the 
pupil in history. In literature tne judgments are maae ay the child is 
tv. ij.ua oui that judgment* 

Tt sometimes happens that men who are called hi torian3 write with 
something oh tne same view that the poet writes, that is, t; please, out 
taeir works uo not get rank in.the true hiold ch history or the historian. 
Flake, in characterizing •Washington ;ets far .away from tie truth. THa- 
patn i.-' a 63 considerable u.*e oh uie dramatic element, .Tne hirut object 
0 *' tne historian x , to oe true to tuo facts. To reference# given to me 
uJ history i aae by Taivarsity men, nave never been referred tc J. C. 
Ridpath. he is not the historian her tat student, on the other nano. 


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there is no ueo -.r- tc advocate trie pro o', style, nut ii’ the material 
suffers, oecause distorted, men t wcula oe hetter to no vt .ifc ricoy 
work’* The artistic way that evente ate sc lu ao^s hot bonstitu ■ tory* 
A strict account-. cl the truth ftr a a cbtaihable ib history. 

These who tollcw the Culture ^pcm plan, therefore, will neeu to 
oe cn their guard with reference to twc things, (l) The fittim of a 
perica ex' the child's life tc e particular period of history ir a fixed 
way, (2) Txae liability tc substitute literature in which morals arc 
taught in'the place of history. 

Inere is one thing which the Culture Gpoch followers overlook, and 
that is the fact that ir the socialization ox tie chilu, before he kai 
entered school, the chill has received a cone iu era die part cf me race 
development. Tne present i built out of the past arc the ' ' la has this 
capital, tne past, with which tc start* 

Col. Tar k or in his me cry of censer oration locks in another field 
for is center. Me says that f is eer rol subject lies nearest to the 
trutn, ar . that all true study is the study cf the Creator, fee highest 
ana rest economic effort of the mind is tne effective striving after tne 
truth of creation. Geography is at the center, Tut cf iner-mric 

matter ne gets-the subjects- mineralogy, geology, physics, chemistry* 
meteorology, cut of organic matter comes the studies of uotomy, zoology, 
anthropology, ethnology, and history. 

The value of history is sum. ea up in t.v following: tt ’ It hours, 
history• i3 - the most'important factor in r equiring a knowledge-of tne laws 
which have controlled in tne spirit of man in his evolution, tne real 
truthtcf nrintea matter is niaden in a mass of prejudice, flattery of 
authorities, misrepresentations, superstitions end even faiieioods.” The 
imp!• rtar e p >f t ; itr fly f t Lr< Slit 1 r Of o w¬ 

ing: ,f ine river tne Nile), one alluvial olrin fertilize;* ay floods, 
gave us b a' T s A e » mono the isjraand monarchy. The rIndus wits its mountain 
epur.3 n'chriu', valleys, ana opening -'pen tne sea rave ns polytheism uid 
dec ocr-j j . fi 

ill of tne subjects of the curriculum are bound together ii- three 
r slat i ■-•ns, narely, f o-rm, number, arm function . Tie unity of fur. cor n 
is tne old jar one. "Taoii subject exi-i-s oecan \e tne ciner e.tisio, thus 
a knowledge of plant Life depend;, upon a anowleuge ox these otner juj- 
j acts.” 

Tne Culture ^pooh Theory and Col. barker’s view are widely differ¬ 
ent in some regards. Tne theory of barker is that the material fer their 
cour se of study is a natural evolution, ana no big T ’ as .1 little-You*s 
are to be found in one outlay. Georrardiy ia centralized oecause it is 
an easy point cf contact ana is nearest to tne truth as inis view con¬ 
sider .. it. !;• tsis course history would oe reached as tne 


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13 , 

' s . . . .. 

r i e theory :tart3 with the cn la &nci lets truth come put of hit-... by 
prcpti surrounding niiu f aru cue c ther theory -tarts with , r- an *, as 
worked out &r puts mat into the chila, ana iu careful as tt the moral 
significance of tne material presented. 

Ye will next turn to tne courses ox’ tudy in ?l&mentary history in 
a nuLioer of representative eitieiajin tie T L . . In the kollov/inr r find 
nothing out horizontal divisions of subject-matter out by a few vertical 
lines* Often tie aubjeot-matter so divided hat received further division 
on the oasis of pages in i.; t u do. a use a. o Angeles, r revidence, >-U. 

Louis, Syracuse, hew YorK ? Hashyi lie,* (Ten# *). Gale . cury, (Til)> Oska- 
lcosa (la), etc. furnish example- of such courses. Jut little valuable 
information can oe ootaineu. from the courses in these cities. A large 
number of cities ao x. t do any wcrx below tne sixth grace. In such cities 
tne attention has seen given to the symbols of learning ana not tue 
nutriment. 

A few schools have seen at work or. tue problem in an intelligent 

\ ; ) |. . , ... ■ i : scisco 

(Cal), have s me very valuaole material in their courses arw seem to ue 
at worm on tne suo;}ect in an intelligent manner. 

the Lincoln scnool haa oc. much literature in tne pl^ce cl nittor/ v . 
It also goes toe much on tne idea that a.^hoil is a preparation for life 
instead of it being life itself. The latter point comes cut in this 
quotation from their manual. tt From the conception of tne individual 
there arise* the necessity for svs, tactic instruction, in the history of 
civilization, sociology, literature, art, anu ethics in order to H fit ” 
tne child properly to perform hie duties in the several institutions— 
family, civil society, state, aau enure a. history ana literature are 
plc.ee- si-e uy ride, a; ■ . uie Literature i. mverpi; ao.ciK-us -place. 

The New Haven school has a ccurne in • hicn .local hi tory ho.-: .received 
considerable attention. Tne children cegin in tne js&xlax tnira year with 

li . , the work radiate- into all 

localities of tT . l. history. English hi tory also gets attention, Decause 
it is so vaiu&Dle in interpi ©ting American history. New Haven xias tue 
advantage of having events in her history that are cf more than local 
interest. The child is given..at general history throughout th ;• som e©, 

. s \ 

strong point—it gives hist ry an-, not literature. 

! SO 1" 

zzr e i Unerioana for Tittle Aiaeflean©", and Wilsop’s 

for elementary schools. In grade IT- mythology, graaa..^* - ,— 

mooes, Joseph, Daviu, Hiltiaaes, Lecniaas, Yericieo, Alexander, Hannibal, 

Caesar, Alario, Charlemagne, km. tne Conqueror, Richard the T .icn Hearted, 

__ . . /•>... . itm . i i , v 5 v. r^T.riY' tiie Great. ni'.po leon •! Jisi..ark 




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' v - s . * t2:, 'l ..: iii -'ton, Ell W Urey, Je.:;sr3vn, 

Fulton ; ^uams, Jac/dpu, Crandall, Y/eooter* lorotaea fix, Lincoln, ~croe, 
Ores, w en . UXi&on. Fret nere tue work takes up ^ngi?sn history at ine time 
of tite cccupa: ion oy. the Pom an a ana continues uown through the American 
Revolution, ana then work in American history ic taken up ..ore i'u . ly than 
previously. The work as outline.; in most texts in American history from 
new on is followed. This course takes, the full benefit tn&t is t de¬ 
rived from oic-gr. ■uhy. Tt aeala with history and not lit . ature. 

The Sf.n Francisco public echo* Is ~ive in tne first ye r the Aryan 
ar Persian >oy iir tne ten aoyu), ana me browr* uauy (in the Seven T. ittle 
Sisters) . National iaeas are Drought to notice through the observance 
of Thanksgiving*. '^arriryten’ r oirthaa*s ? n-, Tecorati n as.v • Tr: tne 
sec on a year Fob insert Cruooe ana Hiawatha are use- . The celebration 'ex’ 
Nati n®i holidays arc- extender. Tn toe third year r icneer life in New 

f 

,a r - of Colonial^ .Children* Eggleston’s stories ox* °rreat Americans 'for 
Little u Orleans. The fourth, year considers t ie -torlea of more great 
i.e-p -on t,: e p an of. the work in trie third year. Tn the f if tn year Meg- 
1 apny.. nac a conspicuous place a , biography, with conoiaer&ole of tne story 
ei £ ent Left out. Eggleston* firbt btfok of American History 'is used* 
arc. is -stories of American life ana adventure. Tn the sixth grade the 
. te* atxc atuay of American hi/Urv begins. Tne Ur Francisco course 
is t>. strict.iy •; < rioan. , r .The. little pit of »bbsu t fy 2. general 
history work©..*, out in, the first year is henly sufficient to yive tne 
calla perspective or a fair under a tan sing of the germs of American hist. 
Tii© course is cautious about the matter of tn - form in whibn me child 
i. u get the hintvry. The solid material i:> held in abeyance for 
uortaiaer&ble tire. There i considerable sugar coating. 

Tr the four school3 mention© above there is an attempt to deal with 
tnia problem seriously* aru tne four nave a large number or common 
characteristics in their courses. The material usea shows this. The 
Ter- hoys, Tryle sten 1 s works, Poo in sen Crusoe* ana hlaw&tna a.» a rule 
occur in uiem course... T-ocal -acr-ultions in some of the places control 
tr.-- terial used. This 1 -5 valuable idea, for it sacks . u attempt to 
.. 1. nz tn aecan-.:. 

eo eg SLi : ' ;■ iv. SLei enti] r 

w;tn tne courses in the Chicago Normal ana tne Chicago institute. Tue 
spirit of tie work, practice, theory are practically tn© same. Tne wc rk 
in each in part is a» follows: 

- yr. 'rive r li? ri le.entary ' one. 1 -Social Occupations. 

Chicago Normal School- 1 tudy of uom© life, Hiawatha’s Cnildhcca, 

modeling, sara, clay, sticks, ana paper cutting. 


The story of 









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L.U-v ilgi lillS . I.t- ivi;:’’x*.LCWe: C I p 1“ ' ■ x Mi . 006;.'!: ' ■ teai : .€'I C V tC -di..y • 

Xmas ii ..iei l;,nu-Norway, "Tigiana ana tne lana ox' t......e jkimc. 

Invention ana pottery. Invention;;; x*cr r ea.curirg time. 

Cnioa; c T n,alti au e- ChHuron make, furnish, ana v.ecorart a. rtom*. 

•Vouldirg olay ui sixes, const rue ting garden tools, making cloth ana see¬ 
ing. Necettity is expected tc cause t: ?n.tc invent like primitive ran. 
Stories are tolu to sno\ tne woik of otters unaer*sir;ilair ciuc^tv tic ces. 

Aii to QurCivata Xiivehtiveries i , ncii e 2 ct, and manual skill# 

XI yr• Ic iiver s ity Uieic-vcary Scncol- —Hunting ana fi-shinr eta. me, 

seral-t i I Hiltu ii y . . \ c i.rig stage, na the c t\ i 1 

tax. CViicaco Norccl Banc o 1— Primitive methods cl ayr ;cu Itujep > 

- " bx.. or eartn as a producer, --r deling . Lake awe 11 err • 3tcrv c f the 
Argon at is. "tor 1 Puuer ' Pul ten . ;;;e Ody -,e ^. -t' er :• ; ni eir: tofl&s 

c 1 H-rece. Va e re tiii d c »; 0avssens. 

an ion ic Insti tu te— lad werte in Lin wi tntfce first year. 

Ire sen tat ic ns of conditions by the teacher and the. d rawing of con- 
oiusitns oj one children. V ie savage as worker ana inventor ana the 
ex'fect of his social condition. Trace how the hut.ter beecir.es x ohep- 
herd a; a t. e shephera £ farter. 

Ill yr. _ . iv^r- i ty hie, e ntar-y 1 aac-ol - Paces and explorations.— r $he,, 

Uskiixos, tnoenicians. Explorers, ^rince henry, Capt. Cool, cr:-. Columbus. 

(X v\ . 

o . - v . r-i. cl •-•one - 1 -Inver tic r. s ta ,e of cult ' var in- tire 

soil. Crusoe’s ways of telling the tire. Parly histerv of O.iicago. 

Story cf T.a Salle, Ft. rear born and horse discoveries. 

Cnica.mo Institute — ■7crK in tne metal stage. -'PrC in t ■ 

Homeric age suited to this, beginnings of tra.e, jon. ere •, i 1 the build¬ 
ing of cities. Ulysses used. 

VI yr ._'P .iversi ty Ple ^en tary v ;hc c 1-— history of Chicoyo, the J, iies- 

tewn colony, ha. an * tne Carolin&s. Virginia’s part in no.French and 
In aim war. 

i Viijarc Upi°orec 1 - or life in tne Homeric age. The 

Tiujc- >, ar. elections m-Iron me Odyssey tc suit to is time. T lie 
c • - toi. y cf Peoniuas# St rv cf ^cerates, study of Urer .. tern ole, rouses 

ana customs. 

Oil .i. w ci, , ., - .. ^. o i j i iu t/t/ —— .. j. .j c o i y cl - . i c age ; . c 11 1 r o i ci lies 

by means ox' the stereppticon. aouel a ... ity in -lay. 

V. yi . T ; ;i.vsr : 1 1_ Ulenentar'^ School - Tne Plymouth colony. ...-re iu ;eta 

.. . ■ ■ ,-o Ison pi the Northern anci Southern colonies. Nfw v ork 

colony. The Revolutionary Uerica. 


Onicayc 

Nor rial School- 

— Iri quoi ;> Tnaians, 

Aztcc-3, Stv.yv ox 

Cortez. The T; 

L .neers oi p r bv.. 

Pr mce. ’in© Tr a. an. 

. P l^mc’ : x ,'i colonies • 

Chicago 

institute-I 

arly settlers of tne 

U.P. Sir:7 cf the 

government -na 

town meeting. 

Children read files 

t an a x c 11 an a n c .i 

Bound. 










































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v .o ■' -- • - -l ■/"o j 1i-y -torn on i i -r. r .L-— • .-ered <.. v.» i ma . D uior 

id.... a i soever tea. Gnutea of •; ire. act .-.vi t~ r —Portugal, Spnin, rrarspe, 

i . . i. _l -. * • .x \,i c* v a. j ' ... a • 

Cxi .io art- i i c I'L ic i 1 Bcmci — The Ii:ca::. The study . ex' a »*» e grapny - 
ox* Central A3ia. Persian Bpy, stuuiea in tne Ten Beys. A plae or aoy- 
lon. Tne age., c-r e.' .ivalry. Tne causes ■ Y the An.er.ican Bevc luiicn. 


i-nicayo I nstitute— The r^nai usance. China’s .isolation. 
Compare Venice e , ■ Florence with.O.iitgo city • 


Vil. Yr - 

7 T n - 
1 .. 

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r- c . - 

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A » v ei- c an a i '• u yrier i. i 

. his u • f rent 

row on. 

Trie. 

sequence it -x*e 

t X i c. 1 t 

- ffereu T t-.avertge > text c- 


C-i 

ago. . 

Tne 

iuSfio Jl‘L 11 ' j .0 xTo.. 

tne old country 

to this. 

^ nisir< 

f tn e 

h eas. T -1 e Teu ton s 

. A study of their 

innustr i 

0 j- . Cfx 

v.. political 

i i i.^ n u 

pi P c . 

Corrititutier 

o f i. i e U 

• • 

r ine, re la tic n c f 

Cn x c a 

go u. tthe cur .i-v. 


lii 

; r.e 

e c o -■ i i 

<h 

, a ,on .Tip . i y.nar 1 

work, iramatir 

z a ■. i- n, 


ring ii. r-riu 

v’-..y j, 

the use of 7 ore .ra 

terial, etc, get 


trie s ire . u o . ■ •• ten cion . T. .e onject,.!^ tv. rive aefiritp lie^evical 
wave of thinning. Tie t ill , oy netting him > elf in tne plao.e of prim.it.iv 
man, jy instructing oi ties, by nailing ai.iiBzy^tne lame,, things t- int 
primitive i-an maue, in line, ay orientating himself as tneroughty as he 
can, is aole to oring into his consciousness the true life that he is 
trying to reproduce. Or. this ground and the fact of the apnea 1 t git- 
material i/iaX^o to the child, the chief justification of these c urses 
rest. 


it this ita;;,e. it is in place to project a course of study. The 
par culai ^dhtipna pQpt] . : 3 c f r...s-. T to 

oil i a. •> pr -e f -tuuy for U © Rural Ui$fcrie$§j apa snail j t il 
would oe in general like tne folio ing: 

For tne xir h txiroe yearn, manual work; in ccnnecticn with, the life 
about them woiit-i oe empnasizea. Ihe history Ox the development, of one 
rv i Lnga >oui, . .4.oe iffi, atly ' 

?c - . ... ... ... problei . \ i i , ild tne 

pari 3 of the fax ily, give a little tenonlgy . ft s rue a c c. > ^ . i ’.;.iat r ‘ 

Tn.'t Vv‘ a earlier 9 . (oxen) . 1 iff or on t mo-ie.j of hitching tne o xen ( «. 

Make u y c*.e. 7T r x out txie strength, speed, weight cf the oxen. 

•fiat 3uost it-utes for tne noroe nave we in the present day 9 (rune many) 
Compare trie .Lift -rent rate c T rpeea. T ae n lo . Tne .different kinus 

3 uhl^ shovel, single shovel, breaking plot, anr plpY* 
potato plow, onion pi. w ana to on, fhat r &ae earn poo tide 9 *«r.ter ial 

u ea in making:; plows at different times. Xge requ .sites m a gc od plow, 
due effectof rooty ::m. :. ext an plows. How overcome? 























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ooiJU? 


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tn e 


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shat 


It chi 


use iron u well? Tne first kinds u' pi .as 
selection of : the wood used for the part ox' 


wcul*. dc,when he could 
■ ■ 11 Et V- o iiid deter.. i no 

me ml. v boat is to o 


into bn© grcuna? 


■ se } p aver > Tne reap no ok • ' ; -ow wise a awntn com la oe cut wit; it* 

• ow muah wneat could be cut per day* hew 'large would oe tne wheat 
crop plauteu? The need for a faster way u‘ cut tin : tae wheat would ce 
worded out. The cradle. r oint j < l' a o-U cradle* /any prcoleme in 
physics involved here. Get a cradle in t e neighborhood anwork on 
tneae pr. clem 3. There are as many points involve a in this machine a > 
in the loom* Tne neea again of‘faster work'. The self-rake* the dropper* 
tne oelf-oinuer, werkea out in their eve Tut i -. • 9 hiney 

patent churn, aru other things urea in the house wo hid furnish material 
.... :v .. ./.i t the girl*a aide of it. Trie mower* acytae> re, 
i.^ca, lid: c- treated si ll&rly. The -reinliens or .no pro- 

auction cf htrres* nay harvesters, aired aelp, etc. brought in relation 
11 t:t ere qu e . t io n i c f maoh in e a. 

fra i naye,t ile ait on* open ditch, wooden ditch, etc. ail relate*, in 
tne proce -i cf evolution. Tv, ditching ana' fencing the relati nouip j of 
ocoial lire can oe worked cut nicely, ^uesticno of law come in. 

far. c in y. ft 11 the different k Lnac of fencing con la oe worked out. 
r eason.-, for the use of one at one time and another at another. The 


evoluti n of the wire fence traced. 


ncuse.5. The c-bin* brim lious.., frame house, *e&lt with as products 
of evolution. 

T -. r:. re inning wneel** rii.no; f, ^acob staffs, stretchers* whiffle- 

tree , single trees, wheat drill , rollers, disks, wagons, an* ether 
articles to. nun:eroue to mention ocul* oe u eu. Tne advantage of such a 
■ r: - a tne foregoing rives t..e child ..roils Ci orientaling xj.ii: .elf, 

\ a. ■ . 

d , . u.< from the 

period in which trie caoir , prli itivr tea. id, ana foe as on v.a.sn thv early 
ottl-r 3 lived, hie h .use, defense, the influence if wild animala on ais 
u oi evil* * t xestroy ax Uialu ora 

t, protect himself from tne Indians* to the peiiou in which hunting ana 
s i idling predominate as feuuau activities. The Indians life maintained ov 
minting the animals* would lea . v. Irt the prcolem.; he hsu tc solve to 
. , { roae of living in * ools* p 

coultt or e znparea wi ui corresponding ...or . Incul^ liver. Tn fii 

acout the sane things which ar dealt with in any of the gccu sciucls 
ecu la oe ti -.eu now. his rel.igi.n on . f.. ro. of rcvert.ant* can be taken up 


raw an<d oemparea to cur -.caee of life ir; the ahb.e institutions* 





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trustion of ; 


•> *> 


xe* ©rt to 'cat o«,.rt.oiu©rution c f cat sciu> 
'k e prim tive snips ula oe i*r;xjtft*fc£ft« 


y i 'iiuerea. 


;tes jcu of tc-a&y, 
lev, a c: nu icier ft tic 


f tne exploration .•; o’ tat T-ucenioiaxi:; would oe oft'gun . Tue explci ations 
id frioa, w';.tx receive general treatment. The discoveries c:' rpr.in, 

T crtugal, ' ..u^u, Frcarvhe, arm ^ngl&nci nc-v m:.aiaereu. Tne ir\er cions 

helpful ir. 1 he e discoveries ononis* receive attention• 

Ax ter tni . oonaiuerati. n walon I wcsla expect tc eh a at tne last 
or tne fourth year or idfitoi we weni;-. begin with the ui.tt.rv cl the 
Aryan race ir. its home in cue hinuoc Ko^aV* mountains &nu in these 
yera;s carry ,.t thrcugn kinau, - eraian, &nu Ore-ox life in tue fifth 
year ana in the nixth yeai to* 0 Poutm life, E«-acn Pur cue, the at;e of 

Chivalry, Puritan ana Flir toe than "’nvlana. ~e r.ouiu try ‘tc ret whet we 

v\%. . » 

w©..ird... cut c,‘ this tcurue oy tue ecu oi Live ties* of tue worx ir. the 

i.,th rraue. 


Per t ne next two yecr.» Anglian an. A’ ritan history wen l • oe carrier 
mac oy .iae. 

|x . t 

line 3 tu.at -e woul-.x pursue, in© rilliny in 'oul.. coo.© a > the week 
pro gresgeu. : iany cl tttft 'fcocfts usea in the do >t sohocla ‘would oe .sources 
for direction in tue uet&ilo. 

hinuu liie i.-j placet*. at tue beginning f,. tue fifth year cf werit 
cecau.e . the difficulty offered there. The period 'of explorations in 
tiie cour ;e §eezu tc tana . 0 

of the work. The study of tue cor. struct ion cf mipu won la oe closely 

H; • • . .. t ill t | ft oh \lu 

t/i© iaea ci wholene .m r.e.before tamuy up tue hist r-' .x one 'ryan 

V. ft . .1 

* 

he i.-i not studying tue wnole when ne i - s uiaylng tue Arv&n peonies. The 

uv^i.ture ir pre -ente.. prt r-erly i ver” x acins.tir.g tc t: e cailu 5no uie% 

need not oe the lack cf interest in :hi.; field, it the material i j. 

. 

a an u leu. properly. Taen tue oh 11 , goto tc *'uri‘tar* like ir ?;ew ^ny mr.ct t::<* 
Knowledge cl c Tr/dia.- life gained early '$111 coke in nr*;, reinforce uis 
ac rh ir, titmattery cf tue T!ts.;.licn life ir it contact it;, tnr- Tnuian. 

Taat rxi tcry is. In order that t he teacher may oe r ole to fret tne 
xu . t m t ..terial for tue carlo, .sue n©©u3 tv. xhow Wuat hicterv is. ulstery 
i., tne chan ,,e, pregres mat gee-., on a. cry people. The Aryans who aave 
ir-hue their way westward from tne Hinuuo Ko oh • were a people wno 
cnangen greatly. Their change wa . due to two large forces, lusr.ely, 
tie. cnange cf environment, ana tne tenaency planted in thei<. for marge. 
Change is t.*e e ; ier.ee of ut . nation like China vTita centurie • 
time at uer oacx has out littl© history tc. offer. liie haoitual, th«* 

^ Ob 

reaj'Uftlr , 1 prciuinei t in 

. ... ;e i s, .• 01 1 t. .c;ai tc... . ^ioryi j do .men, out in tns i> 

lignt ox* the influence of environment or- cue on&rge. Tne chfr-re vill oe 









<Jt 

k\ 

•’ AiJ - f ••■ ! ' - < *- -v . .;. i, . ... 

0 

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icunct c.j. _ ive gr os.t Unbj 
religious, ana .;-v$n, entil. 
sc j; Hi act-ivity« Tii© cutti ge 


• r. o 1: j c i al, tv uu s t r i a 1, e uu c a t i •: n a 1, 

Tiie.. constitute large groupings of 

d.i © 1) i o u ■ v t 11 , c ou t u.. r Lit © 111 ..v io.* iX ij 


Vt% 

.t self at different perica3 qi U •• 
le people along ths / m . wearing cf 1 

in Franklin 1 a ti e ai e facts of social hi tcry of mat tir a • The crate 

dC t- 

cry. In a similar way plenty u facts ; .ay ,oe selected which woulu 

V 

differentiate these lines tnat one tiny truer her vcrk well* It* tne 

\\\ 

w 

shala receive tne ouraen ci attention* Cc a . 

a v e nu e 3- o r e xp r e c s it n a „ . v /; r a ifferent forms it a icteric a 1 xncvlec* -'e . 

Tr the foregoing we would no • lave the young history stuuent to fix 
nis at ten tier, on change simply sr.a only, ft r the crystallizes institu¬ 
tion it a part of history ’ as well. The Spanish Inquisition wr- ; per- 
petuated fiv.; : - f e..iaev,l Vges d‘- v;n. tc but a few yea s age. : ne extreme 

oti 

ni tcry. Progress is tne n.ark of history. If tne lesson ac as not ..now 


pregres... it must lay the foundation for ;eeing progress. 

so 

toe ability of the child;* mind, IS treej re . \ i 

power tc economize time an.-, energy, .ana can lay cut courses ircm a ay 
to a ay suited tc the. neeas c,f the. child. 

s pap ep 


c ccur. f j. j, celeb 

• f ■ t Loi al a ays. as. C a, fe.ar., Lft 

sec on a of February, Nineteenth of 'pril, Fourth cf July, ca:;. laarKs- 
giving. vn f * ‘"i 1 ’ lilacl# 

organized it so trie National u.ay./ fit in their crier for tne v nths cf 


sc he 

c1 year. 

The 

Uo. h 

Hex • t any v t 

S 

tien s, ah a t he pc wer 

of 

the 

chili* 3 : 

in a 

tc gr 

asp the le¬ 

ritl pr e sente 

f nas’ Jeer, well Kept 

in 

v lev. 

. Trifc Na 

if n 

al 

ys ‘a e z 

cost‘iicns for 

the in t r o cu c t i - n 

the 

dl Hi- 

a tic ele;; 

ont. 

Tne 

%i TV 

tc uc av idea 

i the cver ic in g in 


tne 

aru atizati^n 

, f V i 

in so icing 

the material 

i . 



tor ted. 

To often these day.-., i rregaiu.©^ a.; c jcasior,fer the teach- 

s 

veightenea. Tt is tc he up ti || 

does abate down affcerw&rd. s fe i et I 

comae largely ffoi such' work’* Ls wore o and the question 

of night is put in the foreground. Tne children often wave flags 






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rf 

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ana nci knoi what fchey are ucing it for* The children should oe 
led ■ c< ■ r when it ac ts n< bly, ana should 

e f it when it acts basely. Toe the queeti n oi i 

is made a great aeal ox* . Might anu lima worship r.ever maae patri¬ 
otic citizen. The patriotism of justice ana jraxiiesix intelligence 
can be trusted, the other sort cannot be. 


'nov el oi the primary forms of history hr the grades is the 
story. The story appeals to the child. £ gt :r shon!- be pr ented 
well lx. order tc get the proper res-oxi. c from tno cixil . / m ^ 1 story 

be r ■ . fc lrowi ■ c tei L 3 tics • 1 1 3 . \ 1 cal, 

interesting, complete, concrete and dramatic. T f it is logical the 
6 £. . .—L m t i ©ed to go D a ok. an d tm t tfT 1 ic e t Id yen 

i £ir3t. tt If it i, interest!) Lll be no Jfficulty in 

getting class unity. If it is 0 mplete the unrest for the other part 

tb 

tc oe presented will not A engendered. The concreteness of the story 
rests on the ability of the mind tc seise tne whole situ*ticn 1 t once. 

The chi Love w i action aj for that 1 on i heuId • ra~ 

<? 

\\ craer tc give the child r ■ material Li this form 

Id nevei iff ©1 any < dificatloi • - 1 der t c get the 

mate? Lai in this shape• Reality in nc case should giv< m 3 f ri . 

better tc give tne child material in the raw form, thru .-offer it to oe 
. verteu tc suit tne tastes tff the child. Tf the material i : j tco 
difficult it is better to let it alcne until he is more mature. 

is leei - that a cl sing word relating to the whole ic in order. 


By tne time tne child has finished the eight years of study he T ill 
nave haa pr oenteat him material which gives him a large outlc.« : k on 
life. He can see in a view of tce whole how, nr "'e great world spins for- 


ever aowll 

the 

ringing 

grooves c 

f time”. me car more 

fuljy 

realize 

w tiu f f 

ears in F 

iircpe is 

setter t-.an a cycle in 

C a ui.. . ~j 

re is to 

return tc 

tn e 

pJ-SC 6 

wnicn he 

starteu. Tne things r 

bCUt 

L • ere 

meaning. 

'"hen he lex k 

3 at air o 

st any tttl ne can see 

ir th a 

t tool the 


I : c ic £ been worki) : 1 c at tool. 

The world will tane on le. . ox that fixity Ci character which has so 
I.- ng dominated it. / child who has oeen properly tri inea in rotcrical 
thinking, rill ,. ,k t objects about him in which hum an activity das 
playea a part, tc tel*, their stcry. John Brown' 3 raid 1 - s c tell hir 
a scut in e ~e laraticn 0 f Independence, Junker UHjl, Jill of lights, 
vc-.gr a Cnarta, reformation an*. Christ!-': ity. T-.e particular is tc reveal 
the ui iversal ana one universal the partieulai • - wl © fron 

the interaction cf the two. Progress is as eternal ac -ne l iverse it- 

Lf, it 1 c ■ c»ce in whidh 11 The thoughts oi n are 1 itth 

tne processes of the suns.’ 1 



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